DEPARTMENT OF THE ARMY TECHNICAL MANUAL
DEPARTMENT OF THE AIR FORCE TECHNICAL ORDER
i INTERNATIONAL
MORSE CODE
(INSTRUCTIONS)
I
DEPARTMENTS OF THE ARMY AND THE AIR FORCE
SEPTEMBER 1957
*TM 11-459/TO 31-3-16
Technical Manual] DEPARTMENTS OF THE ARMY AND
No. 11^59 I THE AIR FORCE
Technical Order |
No. 31-3-16 ) Washington 25, D. C, 17 September 1957
INTERNATIONAL MORSE CODE
(Instructions)
Paragraph Page
Chapter 1. INTRODUCTION 1-4 2
2. TEACHING METHODS 5-8 4
3. CODE INSTRUCTIONS
Section I. Receiving code 9-14 5
II. Sending code 15-22 13
Chapter 4. STUDENT PROGRESS DATA 23-27 18
5. TYPING 1 28-30 21
6. SEMIAUTOMATIC KEY 31-33 26
7. RADIO OPERATOR TRAINING 34, 36 28
Appendix REFERENCES 29
Index _ _ 30
• Thli manual mperiedes TM 11-459, 9 Auruit IMS, Including C 1, It Hay 19S1
For sale by the Superintendent of Documents, U.S. Government Printing Office, Washington 25, D.C. - Price 25 cents
AGO 1400A 1
CHAPTER 1
INTRODUCTION
1. Purpose and Scope
a. This manual is a guide for the instruction of
students who are learning and acquiring skill in
audible International Morse Code. It describes
methods for teaching code, evaluating student
progress, and conducting practice exercises.
b. Forward comments on this publication direct
to Commanding Officer, United States Army Signal
Publications Agency, Fort Monmouth, N. J.
2. References
References pertaining to subjects within the
scope of this manual are listed in the appendix.
3. Code Language
a. International Morse Code used with radio-
telegraphy communication is made up of short and
long pulses of sound. The short sounds are dits,
and the long sounds are dahs. The code should be
thought of in terms of dits and dahs, never a
and dashes.
b. Combinations of dits and dahs form t
letters of the alphabet, the 10 numerals, ai
punctuation marks. The dits and dahs that
prise a particular character should not be coi
but the peculiar sound and rhythm of the con
tion, as such, must be memorized.
c. The code phonic sound of the alphabe
numerals is shown in figure 1. Except wr
forms the final syllable of a character, a dit i
tracted to di, the t becoming lost in the d (
syllable that follows.
4. Military Lettering and Phonetic
phabet
a. The radio operator must be able to cop
received code on paper quickly and accui
At slow speeds this is done with pencil, but at s
faster than the hand cafi- write, the typewri
INTER-
INTER-
LETTER
NATIONAL
PHONIC SOUND
LETTER
NATIONAL
PHONIC SOUND
MORSE CODE
MORSE CODE
A
di DAH
N '
— •
DAH dit
B
«» • • •
OAH di di dit
0 :
OAH DAH DAH
C
w • • •
DAH di DAH dit
P {
• — — •
di DAH DAH dit
0
DAH di d.it
0 :
DAH OAH di DAH
E
dit
R j
• — •
di DAH dit
F
• • — •
di di DAH dit
s
• • •
di di dit
G
DAH DAH <lit
T !
DAH
H
• * • •
di di di dit
u 1
• •
di di DAH
• •
di dit
v
• • • — '
di di di OAH
J
di DAH DAH DAH
W :
di DAH DAH
K
OAH di DAH
X
— • • —
OAH di di OAH
L
di DAH di dit
Y
DAH di DAH OAH
M
DAH DAH
z
— — « •
DAH DAH di dit
INTER-
INTER-
NUMBER
NATIONAL
PHONIC SOUND
NUMBER
NATIONAL
PHONIC SOUND
MORSE CODE
MORSE CODE
1
di DAH DAH DAH OAH
6
— • • • •
DAH di di di dit
2
di di DAH OAH OAH
7
DAH DAH di di dit
3
di di di DAH DAH
e
DAH DAH DAH di dit
4
• ■ • • —
di di di di DAH
9
OAH DAH DAH DAH dit
5
di di di di dit
9
DAH DAH DAH DAH DAH
TM459-I
Figure 1 . Phonic sound of International Morse Code.
AG<
A
ALFA
(At FAH)
BRAVO
(BRAH VOH)
c
CHARLIE
(CHAR LEE)
P«
DELTA
(DELL TAH)
ECHO
(ECK OH)
'11?
FOXTROT
(FOKS TROT)
w
GOLF
(GOLF)
,IUII>
HOTEL
(HOH TELL)
'11
INDIA
(IN DEE AH)
a ,
JULIETT
(JEW LEE ETT)
KILO
(KEY LOH)
II
■lU
LIMA
(LEE MAH)
M
MIKE
(MIKE)
N
NOVEMBER
(NO VEM BER)
'O
OSCAR
(OSS CAH)
'ID)'
PAPA
(PAH PAH)
'Q
QUEBEC
(KEH BECK)
1R<!
ROMEO
(ROW ME OH)
SIERRA
(SEE AIR RAH)
i .
IT
TANGO
(TANG GO)
II It
u
UNIFORM
(YOU NEE FORM)
\\ It
VICTOR
(VIK TAH)
\l li
'W
WHISKEY
(WISS KEY)
•X//
XRAY
(ECKS RAY)
V
•T
YANKEE
(YANG KEE)
ZULU.
(ZOO LOO)
ll<
T*
WUN
TOO
THUH-REE
FO-WER
i t
FI-YIV
SIX
SEVEN
'f
ATE
9
NINER
ZERO
WRONG
RIGHT
THE UNDERLINED PORTION OF THE ALPHABET DE-
NOTES ACCENTED SYLLABLE(S). TM459-2
Figure S. Military lettering and phonetic alphabet.
TM489-I0
Figure S. Right and wrong lettering on ruled paper.
used. Figure 2 illustrates the prescribed method
of printing letters and numerals. In addition,
figure 2 gives the phonetic name for each letter in
the alphabet and the pronunciation of the names
and numerals.
b. The following points are prescribed for military
lettering:
(1) Make TPs with square corners to prevent
them from looking like Vs.
(2) Place a short line through Z to prevent
confusion with the numeral 2 or 7.
(3) Place a slanted stroke through the numeral
0 (zero), to distinguish it from the letter 0.
(4) Underscore the numeral 1 to avoid con-
fusion with the letter I.
(5) Make E with two strokes, not three or
four. This will save time.
(6) Carefully print the numeral 5 to prevent
confusion with the letter S.
(7) When ruled paper or message blanks are
used, print slightly above the line. This
prevents confusion of U with 11, 1 with I,
and F with E when the horizontal base
stroke is made over the ruling on the paper
(% 3).
AGO 1400A
CHAPTER 2
TEACHING METHODS
5. General
a. The phonic or sound system is the most effec-
tive and most flexible method of teaching code.
The student should be taught to "think of the signal
at all times as a pattern of sound. It may be some
time before a student is able to resist the tempta-
tion to count dits and dahs; he must constantly
try to hear each signal as a complete and distinct
unit of sound. Eventually, recognition of every
signal will be practically instantaneous and he will
be able to copy code as fast as he can print it on
paper.
b. Methods of teaching code will depend largely
on the type of equipment used. Some equipment
is used solely for the purpose of familiarizing students
with the code characters; other types of equipment
are used to further increase the proficiency of the
students in receiving code.
c. All students should be taught to copy code by
hand for speeds up to 18 groups per minute (gpm).
The typewriter is used for speeds greater than 18
gpm. Intercept procedures and format require
all copy to be made by typewriter. This necessi-
tates considerably less practice in copying by hand
and proportionately more practice on the type-
writer.
6. Tape Method
a. The tape method of instruction involves the
use of equipment that automatically reproduces
audible code practice signals previously recorded
in ink on paper tape. Code signals may be presented
at varying speeds depending on the teaching pattern
being followed. The tape method is particularly
adaptable in teaching large groups.
b. Code practice tapes are made of %-inch wide
rolls of paper with inked lines which, when used
with appropriate equipment, produce signals of
the International Morse Code. The tapes are
prepared for beginners and advanced students and
may be obtained through normal supply channels.
c. The code signals may be reproduced through
speakers or headsets.
7. Recorder-Reproducer Method
a. The recorder-reproducer method invoh
use of equipment that records code, voice,
noise, or combinations thereof on metallic
magnetic plastic tape, and phonograph i
(disks), and reproduces through speakers oi
sets.
b. The characters of the code may be prc
at varying speeds with different patterns,
method can be used for introductory or higl
lessons.
c. It can also be used for providing cod
tude tests.
8. Code-Voice Method
a. The code-voice method involves the us<
oscillator or similar code training set which pr
the dits and dahs under control of the ope
key. The students may receive these
through speakers , or headsets. When transi
signals through a speaker, the instructor m
the instruction by orally introducing each ch;
after the signal is given (similar to the re<
reproducer method).
b. The code-voice method is suitable for te
code when personal instruction is available am
elaborate code practice equipment is lackir
c. The code- voice method is used only tc
beginners the basic code characters. For
greater than 5 gpm, the code characters ai
without voice. An occasional call back of p
groups will aid the beginner in recognizi
error.
d. Correct timing by the instructor is an imr
factor in the code-voice method. The ii
between the signal and announcing the letter
never be less than 3 seconds and, if it can be ai
not more than 4 seconds. An interval that
long is preferable to one that is too short
pause between the name and the next signal
be 1 second. It must not be less than 1
and not more than 2 seconds.
4
A(
CHAPTER 3
CODE INSTRUCTIONS
Section I. RECEIVING CODE
9. General
Equipment should be arranged to enable person-
nel to receive code under the best possible condi-
tions. Proper lighting and spacing are important.
Leave enough space at each table position so that
the student can rest his arms comfortably.
10. Practice Code Sheet
a. General. The practice code sheet is simple
to use. It provides a continuous record of the
beginner's progress, and affords practice printing in
groups of five characters, the most commonly used
code group. The sheet contains 100 double squares
in each block; b below illustrates a method in which
they may be used.
b. Instructions. The instructions contained in (1)
through (6) below explain how to use the code
practice sheets (fig. 4). Each subparagraph ex-
plains a numbered indication on figure 4; the num-
bers on the figures correspond to the subparagraph
designations.
(1) Instruct students to fill in the heading on
every sheet before receiving code.
(2) The student upon hearing the code signal,
prints the character it represents in the
top square.
(3) At the end of the lesson, the instructor
calls off the correct characters, and the
student prints in the bottom square the
characters he missed.
(4) The bottom square will be left blank if
the character in the top square is correct.
(5) The top square is left blank if the student
did not attempt to print the character.
The correct character is printed in the
bottom square when the instructor identi-
fies it.
(6) Tally the errors in the right hand margin
after each group of blocks.
c. Progress. As the student progresses, he will be
able to recognize his improvement by checking
the bottom squares. Thus, the practice sheet serves
as a quick reference regarding student's progress
and indicates the characters that caused the most
trouble.
d. Types of Code Runs. The practice sheet in
figure 4 shows two types of code runs. Notice that
every letter or figure in the top run appears twice in
succession. This is known as a run of doubles and
is intended to accustom the student to the sound of
each character early in practice. A typical run of
singles is shown in the lower portion of the practice
sheet. The practice sheet may also be used on runs
of singles without identification at a speed of 5 gpm.
Errors are corrected when the run is over and the
characters are identified by the instructor.
cm nucrics mm
_ .SMITH. JOHN
Figure 4- Code practice sheet.
AGO 1400A
5
11. Beginner's Lesson
a. The pattern in which the code characters are
sent to beginners may vary as follows:
(1) All the letters of the alphabet and the 10
numerals are taught (in any sequence) from
the beginning of the practice.
(2) Letters of the alphabet and the 10 numerals
are divided into lessons. The early lessons
consist of letters of simple code characters,
and the later lessons consist of the more
complex letters and numerals.
(3) When using the touch-typing system (par.
29), letters of the alphabet and the 10
numerals may be divided into lessons cor-
responding to the letters on the typewriter
keyboard. The numerals selected may
correspond to each finger as used in the
touch-typing system, or numerals may be
sent as a group in later lessons.
b. Beginner's lessons should be presented with the
characters in runs of doubles and then in singles
(fig. 4). After several lessons of doubles and singles,
the lessons should co mbine five mixed characters in
a group. These groups make it impossible for stu-
dents to anticipate the next character. They also
provide experience in receiving enciphered groups.
c. Procedure signs (prosigns) may be introduced
after all the code characters have been taught.
(See ACP 124(B).) However, students must not
be confused by running prosigns in with the regular
signals. As a general rule, one prosign should be
sent at the end of every 25 signals.
d. Practice exercises resembling actual messages
(both cipher and regular words) should be used at
speeds greater than 5 gpm.
e. Students should be instructed that if any charac-
ter is not recognized at once, they should not stop
and attempt to count the character because this
will mean the loss of several succeeding characters.
The student should leave the space blank and con-
tinue to copy.
/. Advanced students should be able to receive
code through an interfering background of other
signals. Therefore, background music or other
rhythmic sounds should be used to aid high-speed
operators. These sounds do not distract the stu-
dents but rather relieve the tedium of the code sig-
nals. The rhythm produced by background music
also helps the student develop fast and even key-
board strokes.
g. Procedure messages should be introduced as
soon as the student has attained proficiency in re-
ceiving the alphabet and numerals.
12. PARIS Standard
a. To standardize practice and test tap
5-letter word PARIS is used to establish thi
ber of elements in each group at every spee(
For example, a speed of 20 groups per mi:
established by setting tape pulling equipir
regulating hand-sent transmission to a spec
will send the word PARIS exactly 20 tim<
minute. This standard also applies to all
used in army schools on basic code learning
(Some tapes still in use employ the CODEZ
ard.)
b. All code receiving practice is based on :
acter sent at 20 PARIS groups per minute
courage the student from counting dits and
This is slow enough to make the signal re
able as one sound unit and fast enough to f
the character from falling apart during the tn
sion. At this speed, the following relat:
exists between the elements of the code cha
(1) The dit is the unit of length.
(2) The dah is equal to three dits.
(3) The space between the dits and dahs
the character is equal to one dit.
(4) The space between characters is ec
three dits (applies only to code
transmitted at a speed of 20 gpm or i
(5) The space between groups is eq
seven dits (applies only to code
transmitted at a speed of 20 gpm or i
c. In order to give the student time to rec
the signals, the space between the complete
acters and groups is longer during early p
at lower speeds. As the students' skill inc
the space between characters is gradually dec
until recognition is almost instantaneous.
13. Code- Voice Practice Runs
a. This course consists of 24 hours of insti
as follows: 20 lessons should consist of 20 h«
code practice, leaving 4 hours of the coun
for orientation, review of military printing, te
the phonetic alphabet, discussion of the m
portant prosigns, etc. Some students wi
reach the 5 gpm speed in the allotted time, -\
few will be ready for higher speed practice,
fore, a code practice schedule should be 1
to meet individual conditions.
b. Code practice material for the codi
method is broken down into 20 lessons wit)
lesson consisting of 3 runs — one of doubles,
singles, and one at 5 gpm, as shown below.
6
AC
Doubles,
5 5 D D N
T P P H H
K K B B C
J 4 4 8 8
Singles
W O K D L
C 9 4 A G
0 R X O 7
6 2 6 U 3
5 GPM
B 0 W 9 C
0 D N E 9
6 K U F 4
L 1 G S A
N 4 4 G G
3 3 9 9 Y
C J J L L
Q Q 7 7 B
Z 0 F S N
P G J TJ 1
8 G 2 U T
0 4 Z U 0
B A 7 J 0
V G O V U
M 2 X T Z
7 U R J 4
LESSON 1
S S 7 7 Z
Y X X V V
0 0 8 8 2
B F F 2 2
O 1 K D 0
G Z 3 Y U
6 I H P 4
J V T J B
C D 8 A O
G D L D W
2 G Y Q X
3 8 J C R
Z 1 1 M M
W W R R I
2 E E Q Q
U U 1 1 G
B 0 6 L L
I S F E 9
N P E C W
I 7 F A 8
J 7 X 8 P
Q 5 Q 5 E
G 3 H Y S
H Z F 5 A
0 0 U U T
1 F F A A
6 6 D D J
G L L 0 0
S 7 9 Q S
W N U G E
9 7 M V B
J W A 5 2
9 Y T 2 M
S 4 L K 1
H B V Z N
I R I P K
1
Doubles
LESSON 2
9 9
Y
Y
p
P
A
A
M
M
S
S
R
R
Z
Z
I
I
V
V
W
W
C
C
6
6 X
X
0
0
5
5
H
H
T
T
E
E
K
K
3
3
N
N
8
8
2
2
c
C
1 1
N
N
6
6
9
9
T
T
0
0
A
A
B
B
M
M
4
4
K
K
U
u
L
L X
X
E
E
H
H
0
0
P
P
3
3
F
F
Y
Y
R
R
I
I
Q
Q
J
J
Singles
X K
4
Q
J
5
9
U
M
3
K
8
G
D
D
C
G
2
3
1
V
B
D
T
T
0 W
X
R
F
P
G
c
0
6
M
X
9
8
5
8
C
Q
D
A
8
L
Y
J
M
C F
H
Q
X
7
5
3
Z
1
E
R
1
R
7
W
V
I
3
4
R
H
G
Q
J
B 5
1
0
L
M
A
S
E
P
8
5
Y
5
K
7
L
X
N
Y
2
Y
X
z
Y
5d
Ml
Of
ee
ig
ri-
ot
a
e-
le
ce
;h
of
DA
6 GPM
L O E I G
S N W U P
7 S 0 Y G
9 F K 3 J
Doubles
9 T 0 B 0
W 6 2 I 3
C I 5 7 U
E H 8 F 6
1 K M 8 F
V 3 X 5 P
B M K 8 G
D U 4 9 C
LESSON S
R 1 C K M
4 E Y 7 L
3 R Z 1 O
I L X X 1
N F T Z H
2 K E S T
L 4 W A F
V 0 H C M.
V V
S
S
Z
Z
G
G
7
7
W
W
D
D
5
5
1
1
H
H
z
Z
6
6
R
R G
G
4
4
Q
Q
P
P
9
9
B
B
I
I
K
K
V
V
8
8
3
3
W
W
M M
F
F
D
D
2
2
L
L
5
5
X
X
E
E
S
S
0
0
U
U
0
0
Y
Y A
A
C
C
7
7
T
T
J
J
N
N
R
R
L
L
F
F
G
G
A
A
1
I
Singles
E W
H
H
N
0
D
0
4
K
F
R
B
4
Y
9
S
H
I
N
2
1
V
P
3
M 1
N
K
H
T
F
M
E
A
Q
B
C
A
S
Z
P
Z
K
2
T
L
V
I
T
J 2
Y
X
Z
1
X
N
Y
9
0
Y
N
N
Q
6
1
A
1
G
X
B
5
1
0
7 8
Z
7
B
Y
w
V
I
3
R
1
R
7
4
P
X
C
R
F
0
L
E
M
A
5 GPM
Q 0
D
Z
U
P
p
W
A
2
T
9
Q
X
0
V
R
Y
N
5
P
D
H
B
E
S Z
L
G
I
N
4
J
8
6
T
5
J
M
6
w
7
2
Y
B
3
0
N
Q
A
6 Q
0
F
7
9
s
G
1
I
3
5
H
R
K
0
Q
H
U
W
E
4
W
X
G
1 N
L
R
8
D
V
E
A
8
0
P
4
J
Z
T
K
C
K
U
M
0
I
R
Y
AGO 1400A
LESSON 4
Doubles
ft ft
D D
IT
Til
Ill
q
o
g
4
-A. XI
TT
XI
s
o
o
0
o
U D
T
J
T
J
V!
i^i
T "V
1 X
■V"
X
TT
XI
TT
XI
r
Singles
Y 2
5
E
b
IT
V
B D
rp
1
Tp
X>
Q
o
0 J
ITT
W
Q
8
0
IT
1
TT
Xi A
n
y
J?
o
Z
c
o
N
6 GPM
A N
E
c
z
T
N
1 Y
M
X
7
3
0
G 0
A
p
B
B
L
X 9
J
4
Y
L
D
4 3 3
9 9 1
N 0 L
G 8 I
A 8 F
P E I
5 M G
2 B S
Y W B
Z M E
p
P
2
2
T
T
7
7
V
V
Y
Y
z
I
5
5
0
0
K
K
u
u
c
C
B
B
0
Q
A
A
7
7
R
R
G
G
L
L
K
6
g
g
0
0
W
W
z
Z
P
P
M
M
D
M
X
9
8
G
C
0
6
L
B
3
T
\
M
B
W
M
5
9
u
M
K
4
Q
v
g
D
p
H
3
0
6
D
7
H
6
2
A
H
p
4
6
u
0
I
J
R
5
4
2
6
D
2
I
9
H
S
8
4
K
N
Q
V
D
8
J
0
F
L
7
3
U
I
P
V
A
7
V
J
U
2
C
R
Z
9
1
F
X
2
H
F
0
6
5
G
Q
S
C
V
R
Q
N
Doubles
D D
T
T
J
J
3
2 B
B
U
U
4
4
V V
D
D
9
9
6
2 X
X
T
T
s
S
Singles
Z 3
8
C
H
Q
K
S 9
Q
8
V
l
I
N H
H
W
s
T
A
G Y
T
3
w
3
P
6 GPM
B Y
2
7
w
6
M
5 N
Y
R
V
0
X
1 X
X
1
I
C
9
0 1
Z
R
3
G
8
LESSON 6
3
5
5
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8
8
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6
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Doubles
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8
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Doubles
2
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LESSON 7
7
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s
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3
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6
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4
LESSON 8
S
S
I
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2
2
Z
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1
1
3
3
U
U
W
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w
J
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0
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Doubles
V
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7
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LESSON 9
w
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A
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Y
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u
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Q
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4
4
0
0
D
S
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X
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LESSON 10
Doubles
J J
2
2
R
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Y
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M 1
1
Z
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6
6
X
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7
7
P
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Singles
R Q
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C
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3
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7
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N
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Doubles
E E
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X
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8 G
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Doubles
K K
2
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Y
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8
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I V
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D
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0
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J
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U
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A
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0
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X
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Singles
4 M
W
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9
3
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N
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2 S
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10
5
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2
2
3
3
0
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1
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3
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LESSON 11
M
M
K
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B
B
H
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W
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D
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2
2
A
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5
9
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6
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8
LESSON IS
B
B
L
L
C
C
3
T
4
4
F
F
9
9
1
1
Y
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F
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M
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7
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LESSON 13
Doubles
I I
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7
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Singles
U 3
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7
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0
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Doubles
7 7 1 1 R
H V V 4 4
U U 3 3 8
G 5 5 J J
Singles
J J D 0 T
H V D 5 F
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6 GPM
S G Y 0 H
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LESSON 14
N
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9
9
F
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C
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X
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D
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M K K M M
2 2 3 3 C
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5 C 5 K I
R T E W 7
K E B 7 I
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R J E 9 E
K K B B H
P Z Z G G
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C U U L L
1 2 P 4 K
B 2 T 4 Z
3 G I F U
L H 4 M 6
1 D 2 U C
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L D 2 X 6
F F H P K
Doubles
1 1 D D R
7 A A V V
M M R R F
P 8 8 5 5
Singes
C U 2 D 1
L E I 6 Y
6 X 2 D L
K P H F F
6 GPM
J K S 3 2
4 2 0 X K
5 0 5 1 N
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B
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W
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N
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G
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X
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AGO 1400A
11
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14. Method of Testing and Grading
a. The instructor must be familiar with the prog-
ress of each student. When a student is having
difficulty, the instructors must endeavor to diagnose
the trouble and assist in overcoming it.
b. Speed tests should be scheduled regularly.
When a student is able to present solid copy at a
given speed, he should be given a test and his papers
graded. A standard speed qualification requires
the student to receive code without error for 3
consecutive minutes out of 5.
c. When the paper is graded, it should be re-
turned to the student so that he can know the
characters that give him the most difficulty.
Section II. SENDING CODE
15. General
Students should normally start sending code as
soon as they qualify at a speed of at least 5 gpm on
all letters and numerals. A minimum of one-third
of the entire code practice time should be spent in
transmitting. This time may vary, since some
students require more time than others to acquire
correct sending habits.
16. Hand Key
Before students can send properly, the hand key
must be properly adjusted and the contacts cor-
rectly spaced. Figure 5 is a detailed drawing of a
hand key, indicating the parts referred to in the
following adjustment instructions:
a. The spring tension screw, just in front of the
key button, controls the amount of tension exerted
OA
i
AGO 1400A
13
TENSION SPRING
TL 704JS
Figure 6. Hard key.
upward on the key. The tension allowed will
usually vary with individual operators. Too much
tension will force the key button up before the
dahs are completely formed; spacing between
characters will be irregular, and dits will not be
clearly denned. If the spring tension is very weak,
the characters will run together and the space
between characters will be too short.
b. The gap between the contacts, regulated by
the space adjusting screw at the back of the key
should be set at one-sixteenth inch for beginners.
This measurement does not apply to every key and
is a matter of personal preference. As students
progress, further gap adjustment may be made to
suit their sending speed. Contacts that are too
close have an effect similar to weak spring tension,
and contacts that are spaced too far have the same
effect on sending as too much spring tension.
c. The final adjustment of the key is the side-
wise alinement of the contact points. The trun-
nion screws at either side of the key control this
alinement. If they are too tight, the key lever will
bind and if they are too loose, the contacts will
have a sidewise play. Contacts must be kept
clean to prevent scratchy signal. When the side-
wise alinement is correct, no further adjustment
normally is required.
d. Proper adjustment of the contacts of the
hand key should be made before practice sending
begins. A satisfactory method of adjusting the
gap between contact points can be made as follows:
(1) Tighten the space adjusting screw until
the contacts are just closed.
(2) For early sending practice, turn th
adjusting screw counterclockwise <
revolution.
(3) Turn the screw counterclockwis
fourth revolution for correct gap st
sending practice above 7 gpm. (/
nick or pencil mark on the adjustin
will aid in estimating the amount o
17. Position of Hand at Key
a. Take a position at the key that is natu
comfortable. The following pointers on p
of the hand and arm have been helpful t(
radio operators:
(1) Lay arm along the table in a natur
tion so that the fingers reach t
button without straining.
(2) Place the tip of the first (index) fi
the tips of the first two (index and :
fingers on the top of the key buttor
far edge or just overlapping the is
Keep the fingers away from the l
parts of the key to avoid a possible
(3) Place thumb and third (ring) or
(little) fingers on the right and le
of the knob lightly to guide and ]
slapping the key.
(4) Allow the large muscles of the fore
do most of the. work when transr
Putting strain on the smaller mui
the wrist or hand will result in gla
a condition of temporary paralysis
by overfatigue.
(5) Make a downward motion with th
the wrist acting as a fulcrum betw
forearm and the hand.
b. Figure 6 illustrates a good hand position
operator prefers to send with his index fir
Figure 6. Proper hand position at key.
14
A
Figure 7. Proper hand position at key, side view.
Figure 8. Position of hand at key.
top of the button, using the thumb and middle
finger as guides at the side. Compare figure 6
with the hand illustrated in figure 8. (The shirt
sleeve has been removed in all illustrations to show
how the arm is supported on the table.)
c. In figure 7, notice that the index finger slightly
overlaps the edge of the key button.
d. In figure 8 the operator touches the top of the
key button with the tips of the first two fingers.
The thumb and two fingers are at the sides of the
button to guide and control it.
18. Preliminary Sending Practice
a. After the student has checked the position of
his hand at the key, he should begin transmitting
a series of dits to develop timing and to get the feel
of the key. Students should concentrate on spacing
the dits equally. In this preliminary practice,
students should not send characters at random
but should send from some prearranged lesson.
Students should send as smoothly as possible,
gradually increasing speed as muscles limber up.
After students have achieved a rhythmic, steady
swing, the instructor should check their transmis-
sion. This can be done by having the students
try a series of I S H 5 in any order.
b. After students have mastered sending dits
satisfactorily, they should send a string of dahs,
preferably imitating a good model. Students should
concentrate on regular spacing and remember that
the space between dahs should be no longer than
the space between dits. When the instructor is
satisfied that the dahs are rhythmic and properly
spaced, students should send a series of T M O 0
in any order.
c. Students should begin to combine dits and
dahs with simple characters such as R, K, A, N,
and V. When they have mastered the basic char-
acter differences, practice should be continued to
develop speed.
d. Whenever possible, students should send to
each other to permit comparison.
19. Difficult Characters
A skilled operator can increase his speed if his
sending practice emphasizes certain difficult char-
acters. Therefore, give special attention to stu-
dents' practice on the following characters: 3, 4,
6, C, 1, 2, H, 5, Y, V. These signals should appear
more frequently than others during practice, and
the instructor should make sure that they are formed
correctly from the beginning of practice.
20. Practice Material
When students learn code by the tape or record
method, their first sending practice should be based
on the characters and speed learned in the begin-
ner's lesson. For additional sending practice at
higher speeds, the following six exercises have been
weighed to include a majority of the more difficult
characters. These exercises will be of assistance
to the instructor who uses his own sending as a
model for student practice.
AGO 1400A
15
EXERCISE 1
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7
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16
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C
21. Method of Testing
a. The student should be provided with equip-
ment for recording his own transmissions. Play-
back enables the student to check his timing, char-
acter formation, and general day-to-day progress.
If recording equipment is not available, the in-
structor (or an advanced student) should copy the
transmitted code, pointing out errors as noted.
b. The student should be seated at his position
and permitted to adjust the sending key. If a
coach is available, he should encourage the student
to transmit for a few minutes without recording to
become accustomed to the equipment. The coach
should listen to the student's sending through his
headset and make necessary corrections.
c. It is especially important to advise the student
that operating speed must be achieved gradually.
For the first test, the student should practice send-
ing a group of five characters in 8 seconds with a
pause of 4 seconds before sending the next group
of five characters, etc. Time these intervals ac-
curately. If the student can send at this pace con-
sistently, he will be able to pass a speed of five
groups per minute in his first test. Through syste-
matic sending practice of this type, student sense
of timing improves as speed increases and tests
are passed with minimum difficulty.
22. Method of Grading
a. To qualify at any given speed, a student must
send continuously without error for 2 consecutive
minutes during a 3-minute test.
b. The student tested should be informed of
any errors made while sending and shown how best
to correct his difficulties.
AGO HOOA
17
CHAPTER 4
STUDENT PROGRESS DATA
23. Student Progress
a. To determine student progress accurately,
the code instructor must maintain individual
records. The records may indicate chronologically
the results of code sending and receiving tests,
normally graded by the instructor. Occasionally,
a student may correct his own paper when it is not
used in qualifying the student for a particular speed.
b. An informational test can be designed in the
call-back form. This test should not be identical
in content with the standard qualifying test, because
frequent identical tests will permit a student to
memorize enough of the test to permit fill-in when
he has missed small portions of the characters sent.
After running the test for 5 minutes, the instructor
should call back phonetically the characters he has
sent — each student will correct his own copy. A
test of this type should require no more than 20
minutes of class time to administer and correct.
The student will count the number of groups he
was able to copy correctly, and will then spend a
reasonable time studying the type of error he made
most frequently.
c. The results of call-back tests enable the in-
structor to diagnose accurately the particular diffi-
culty delaying the individual's progress at any given
speed. This type test is especially valuable when
large classes, which necessitate automatic equip-
ment, make personal contact impossible.
d. With this type of information available, the
instructor is capable of interpreting student per-
foimance for a given speed in terms of any estab-
lished standard.
24. Sending and Receiving Errors
a. Dotting errors usually occur at high-speed
receiving levels and consist of confusing characters
which differ from one another only in the number of
dits contained in the signal. For example, H is
frequently heard as S, B as D, and V as U. Dis-
tinguishing between these characters becomes more
difficult as the speed of transmission increases, and
some students have difficulty in overcoming <
at high-speed receiving. The tendency to
dotting errors should be brought to the atte
of the student, and some form of remedial pn
should be required of the student if the errors
tinue. This remedial practice may consist of s]
tapes of the more difficult characters placed
together. For further practice, the student si
send, 50 times, a character similar to the one
gives him difficulty and then send the dil
character 50 times. When the difference bei
the two characters is thoroughly recognized
student should insert the confusing charact
characters in random groups of five. It wi
helpful for the student to listen to his own 1
mission of difficult characters if a recording a
made of his sending practice.
b. Some students make an error which is
monly known as copying too close. The ten<
to copy too quickly results in only part of the s
being heard before the character is written c
Copying an A for a W is an example of this mis
When errors of this type are common in a stuc
copy, he should be encouraged to delay his res]
to the code signal. Good remedial practice
sists of sending single characters with long p
between signals. The student is required to
until the signal is finished before writing the
acter.
c. The receiving ability of some studen
affected adversely by the advance from one
to another. A student may be able to pas
requirements for one speed but have an incre
number of errors in every test at the next t
speed. It is detrimental to the student to p
him to practice on a particular speed if he i
capable of copying at least one-third of the ma
correctly. His ability to copy at the next I
speed level will improve sharply if he is return
the next lower speed for additional practice,
tice at a fast character speed, but with longer sp
between characters will also be helpful.
18
AGO
25. Progress Data
a. Graphs are intended to provide a basis for
evaluating the performance of students at various
speeds. Records of code learning frequently indi-
cate student standing only in relation to these
graphs.
b. It is important to relate a student's progress
to that of other students under similar training
conditions and with the same opportunities for
learning.
c. Standards will be ineffective if they are am-
biguous or based upon arbitrary requirements.
Students should know what the standards are.
d. A student who passes any given speed as
rapidly as, or in less time than, the first 25 percent
of the group should be rated as a good student. It
will be advantageous to assign a grading system to
the four quarters of each class at each speed and
rate the student accordingly.
26. Cumulative Code Practice Records
a. The family of curves shown in figure 9 repre-
sents a cumulative record of code learning from the
beginning of practice through 15 gpm. These
curves are based on the records of 200 men trained
in basic code by the code-voice method with 4
hours of code practice per day.
b. The figures have a high degree of accuracy for
any normal instructional situation, but it should be
remembered that they resulted from factors existing
at a specific school. A change in the aptitude of
students, the method of teaching, and other factors
will naturally tend to change the results. In-
structors are encouraged to devise similar graphs or
tables for their own classes. The only requirements
are a record of the hours of practice a student has
had and the number of groups he can copy correctly
in a call-back test.
c. A family of curves, representing progress
through all of the speeds taught in a code school,
shows the student and the instructor where any
man stands in relation to the entire group, and
enables the instructor to evaluate individual student
progress. For example, a student who had 50
hours of of code practice has just passed the 12 gpm
test. By referring to the curve in figure 9, the
instructor discovers that the student is doing as
well as 38 percent of the students in the school. In
the same number of practice hours, 14 percent passed
15 gpm, and 67 percent have passed 10 gpm. The
student who has passed the 12-gpm test is better
than the low average in learning to copy code.
d. Frequently the code instructor is interested
in knowing how far a student should progress in a
given number of hours. The information contained
in figure 9 presents such information. The graph
is intended primarily to show the code instructor
what can be done with simple, accurate records.
The code instructor will desire to collect similar data
based on the conditions in his own classes. Com-
AGO 1400A
19
HOURS
IS So TS too as #> r>5 la> 21S W IV **> W H° PS +«> *V 4*> **>
2$ Jo 7J «*>
as ifo ns 100 zif tfo iff *x> m no PS *» <V **> *n *"
HOURS
TM459-4
Figure 10. Cumulative hours required to pass 16 to 26 gpm.
parable teaching conditions should produce figures
similar to the ones presented in this graph. If the
graph data appear inaccurate after observation of
approximately 500 students, a new graph should
be plotted.
27. Learning Curves for Higher Speeds
Progress in learning to copy code above the 15-
gpm level of code receiving is affected by factors
not related to total practice hours. Dotting errors,
copying too close, and the disruption which occurs
when some students advance from one speed to the
next, all tend to complicate the learning proc
Training for high-speed operators should also
elude other allied subjects not required by the 1
speed operator. For these reasons, the stude
progress in learning to copy code at speeds fa
that 18 gpm may not be comparable to his advai
ment through the lower speeds. Notice that
figure 10, the maximum hours are higher than tl
shown in the curves at lower speeds, and that a
men cannot qualify at 25 gpm even after 500 he
of practice. This is probably caused by s<
physiological factor rather than a lack of suffic:
practice.
20
AGO !•
CHAPTER 5
TYPING
28. General
a. Many radio assignments require the operator
to use touch typing. For example, fixed-station
and high-speed operators usually learn to use the
typewriter from the start of their training.
b. Special typewriters (fig. 11) have been designed
for radio operators. The keyboard of such a type-
writer differs slightly from that of a standard type-
writer. On these typewriters, all numerals, in-
cluding 1, are on the top row of keys and all letters
are printed as capitals. An experienced typist
will have no difficulty in adapting himself to minor
changes on the keyboard.
c. The student should familiarize himself with
the operation of the typewriter before he begins
practice. The most important adjustments to
the machine are margin stops, margin release,
carriage return, back spacer, line-space regulator,
space bar, shift key, and ribbon mechanism. The
proper method of inserting paper in the typewriter
is important for smooth operation. Keep a supply
of paper at the left side of the machine. After
operating the paper release, pull the typed message
from the roller with the right hand and with the
left hand pick up a new sheet for insertion in the
machine. Spin the platen knob with the right hand
to start the new blank through the roller while the
right arm is pulling the carriage into position for
typing the first line of the next message or the con-
tinuation of the present message. Practice will
result in smooth and skillful operation.
d. Learning to sit in front of the typewriter
correctly from the beginning of practice will enable
the operator to work for hours without fatigue. The
Figure 11. Portable typewriter.
AGO 1400A
21
C. WRONG
Figure 12. Right and
body should be erect and evenly balanced, and the
arms should hang naturally without hugging the
sides or extending outward at the elbows. Both
feet should be flat on the floor. The forearms should
be horizontal and the hands free to move at the
wrist.
e. In A, figure 12, the student is seated correctly
at the typewriter. His body is erect and well
balanced, arms hang naturally and both feet are
flat on the floor; in B the student will tire quickly.
His leg muscles are strained in an effort to keep
the chair balanced on two legs, and his body slumps
down on the base of the spine. The man is seated
too far from the keyboard and must stretch his
arms to reach it. In C, the position shown is
cramped and unnatural and will cause fatigue. The
leg and abdominal muscles must strain to keep the
body in this position. It is more restful to keep the
feet flat on the floor. The effort required to reach
the keyboard from the position shown in D will
D. WRONG TM459-5
wrong typing postures.
tire the arm muscles quickly. Sit close enoug
the typewriter to be comfortable and relaxet
all times.
29. Keyboard Operation
a. When the student has a comfortable, reli
position before the typewriter, his fingers shoul'
placed on the keys in the home position (fig.
In the home position, the four fingers of the
hand will cover the keys ASDF and the four fin
of the right hand will cover JKL;. These are
guide keys for both hands, and the student sh
learn the positions of the other letters of the
board in relation to them. The fingers of 1
hands should always rest lightly on the home \
tion keys except when actually typing.
b. The keys should be struck with quick, si
strokes, but hammering or pounding the keys sh<
be avoided. The fingers should reach for the 1
and exert force from the wrist, not from the sho
22
AGO
ers. The thumb of the right hand is used to operate
the space bar. At the end of each typed line, the
carriage is returned to the right by means of the
carriage lever. The carriage lever is pushed by the
left hand all the way to the margin stop. The
motion of the lever will automatically turn the
platen in position for the next line.
c. Practice is begun by placing the fingers on the
guide keys in the home position. ASDF JKL;
must be typed without looking at the keyboard.
To learn the positions of the characters on the
keyboard, the student must avoid looking at the
keyboard while practicing. When the positions
of the various characters on the keyboard become
fixed in the student's mind, he will automatically
strike the right keys. The student must strive for
accuracy in early practice, and not be discouraged
because he is unable to type rapidly. Gradually
he attains speed as practice continues. During
early practice, the keys are located by means of the
keyboard diagram (fig. 13). When the student
can automatically place his fingers on the guide
@O@OOOOO0Od
O 6090000966®
SPACE BAR
HOME POSITION
oooooooooooo
ooooooooooo
oeeo oooe
oooooooooooo
SPACE BAR
FIRST FINGERS
oooooooooooo
ooooooooooo
ooooooooooo
o ooooooooooo
1 )
SECOND FINGERS
oooooooooooo
ooooooooooo
ooooooooooo
oooooooooooo
THIRD FINGERS
oooooooooooo
ooooooooooo
ooooooooooo
oooooooooooo
1 1
FOURTH FINGERS
oooooooooooo
ooooooooooo
ooooooooooo
OOOOOOOOOOOO
( 1
TL70458
Figure 18. A type keyboard diagram.
AGO 1400 A
23
keys and type the letters over and over without
error, he is ready to begin the exercises in paragraph
30.
30. Typing Exercises
a. Typing drills should be prepared to enable
students to acquire keyboard technique with mini-
mum time and effort. The exercises shown below
illustrate a method that may be used in instructing
student typists with the typewriter keyboard.
More extensive and repetitive exercises should be
arranged for additional basic and advanced typing
instructions. The method for the typist to gain
speed on the typewriter is to practice sente
containing all the letters of the alphabet. 1
should be written from 10 to 100 times. In d
this, the typist should avoid spasmodic mot
and should strike the keys in even time and
equal force.
b. When students have attained the keyb
technique, they should learn to coordinate ty
while receiving the Morse character sounds
musical tape using a superimposed beat cai
used to establish patterns of rhythm.
c. Before typing the following exercises,
student will set the marginal stops and line s
regulator and then insert the paper:
EXERCISE 1
ASDFG HJKL; ASDFG HJKL; ASDFG HJKL; ASDFG HJKL; ASDFG HJKL; ASDFG
ASK ASK ASK ASK ASK ASK ASK ASK ASK ASK ASK ASK ASK ASK ASK ASK
LAD LAD LAD LAD LAD LAD LAD LAD LAD LAD LAD LAD LAD LAD LAD
ALL ALL ALL ALL ALL ALL ALL ALL ALL ALL ALL ALL ALL ALL ALL ALL
SAD SAD SAD SAD SAD SAD SAD SAD SAD SAD SAD SAD SAD SAD SAD SAD SAD
GAS GAS GAS GAS GAS GAS GAS GAS GAS GAS GAS GAS GAS GAS GAS GAS GAS
ADD ADD ADD ADD ADD ADD ADD ADD ADD ADD ADD ADD ADD ADD ADD
FALL FALL FALL FALL FALL FALL FALL FALL FALL FALL FALL FALL FALL FALL
ASKS ASKS ASKS ASKS ASKS ASKS ASKS ASKS ASKS ASKS ASKS ASKS ASKS ASKS
ALAS ALAS ALAS ALAS ALAS ALAS ALAS ALAS ALAS ALAS ALAS ALAS ALAS ALAS
EXERCISE 2
FUR FUR FUR FUR FUR FUR FUR FUR FUR FUR FUR FUR FUR FUR FUR FUR i UR
RUG RUG RUG RUG RUG RUG RUG RUG RUG RUG RUG RUG HUG RUG RUG RUG
HUG HUG HUG HUG HUG HUG HUG HUG HUG HUG HUG HUG HUG HUG HUG
JUG JUG JUG JUG JUG JUG JUG JUG JUG JUG JUG JUG JUG JUG JUG JUG JUG JUG
HUM HUM HUM HUM HUM HUM HUM HUM HUM HUM HUM HUM HUM HUM HUM
RUM RUM RUM RUM RUM RUM RUM RUM RUM RUM RUM RUM RUM RUM RUM
FGHNJ RUFGH MJRUF GHMJR UFGHM JRUFG HMJRU FHJUG MRFGJ UMUGJ
MRMGU JHFMU GUJHF RMHRM HFRMG UJJFU MGUJH FRUHG FHRFM GUGJJ
FJGRH UMFJG RHUMF JGRHU MFJHR JUUFG GMHRM FJHRJ UUFMG UHGMJ
FURJM JHFUU JMGHF RHUMF FUUGH FGGHG GGJMG MMGHR UHJFG FMRJG
EXERCISE S
VERY VERY VERY VERY VERY VERY VERY VERY VERY VERY VERY VERY VERY
DUTY DUTY DUTY DUTY DUTY DUTY DUTY DUTY DUTY DUTY DUTY DUTY DUTY
HUNT HUNT HUNT HUNT HUNT HUNT HUNT HUNT HUNT HUNT HUNT HUNT
BUNK BUNK BUNK BUNK BUNK BUNK BUNK BUNK BUNK BUNK BUNK BUNK BUNK
RUDDY RUDDY RUDDY RUDDY RUDDY RUDDY RUDDY RUDDY RUDDY RUDDY
EXERCISE 4
OIL OIL OIL OIL OIL OIL OIL OIL OIL OIL OIL OIL OIL OIL OIL OIL OIL OIL OIL OIL
SEW SEW SEW SEW SEW SEW SEW SEW SEW SEW SEW SEW SEW SEW SEW SEW
CIVIL CIVIL CIVIL CIVIL CIVIL CIVIL CIVIL CIVIL CIVIL CIVIL CIVIL CIVIL CIVIL
CONVEX CONVEX CONVEX CONVEX CONVEX CONVEX CONVEX CONVEX CONVEX
CREST CREST CREST CREST CREST CREST CREST CREST CREST CREST CREST
BLINK BLINK BLINK BLINK BLINK BLINK BLINK BLINK BLINK BLINK BLINK
24
AGO
EXERCISE 6 ; .'
PALMS PALMS PALMS PALMS PALMS PALMS PALMS PALMS PALMS PALMS PALMS
SQUAW SQUAW SQUAW SQUAW SQUAW SQUAW SQUAW SQUAW SQUAW SQUAW
QUICK QUICK QUICK QUICK QUICK QUICK QUICK QUICK QUICK QUICK QUICK
ZERO ZERO ZERO ZERO ZERO ZERO ZERO ZERO ZERO ZERO ZERO ZERO ZERO ZERO
ZIGZAG ZIGZAG ZIGZAG ZIGZAG ZIGZAG ZIGZAG ZIGZAG ZIGZAG ZIGZAG ZIGZAG
XVT45 XVT45 XVT45 XVT45 XVT45 XVT45 XVT45 XVT45 XVT45 XVT45 XVT45 XVT45
EXERCISE 6
A1S2D A1S2D A1S2D A1S2D A1S2D A1S2D A1S2D A1S2D A1S2D A1S2D A1S2D AIS2D
3F461 3F461 3F461 3F461 3F461 3F461 3F461 3F461 3F461 3F461 3F461 3F461 3F461 3F461
5H6J7 5H6J7 5H6J7 5H6J7 5H6J7 5H6J7 5H6J7 5H6J7 5H6J7 5H6J7 5H6J7 5H6J7 5H6J7
K8L90 K8L90 K8L90 K8L90 K8L90 K8L90 K8L90 K8L90 K8L90 K8L90 K8L80 K8LP0 K8L9Q
J0H98 J0H98 J0H98 J0H98 J0H98 J0H98 J0H98 J0H98 J0H98 J0H98 J0H98 J0H98 J0H98 J0H98
G1F23 G1F23 G1F23 G1F23 G1F23 G1F23 G1F23 G1F23 G1F23 G1F23 G1F23 G1F23 G1F33
F4J65 F4J65 F4J65 F4J65 F4J65 F4J65 F4J65 F4J65 F4J65 F4J65 F4J65 F4J65 F4J65 F4J65
H5G67 H5G67 H5G67 H5G67 H5G67 H5G67 H5G67 H5G67 H5G67 H5G67 H5G67 H5G67
AGO 1400A
25
CHAPTER 6
SEM I AUTOMATIC KEY
31. Use
The semiautomatic key, also known as the Vibro-
plex, or bug, is used chiefly in fixed stations where
operators are required to send for relatively long
periods of time.
32. Operation
a. In sending with the bug, the thumb presses
the dit paddle (fig. 14) to the right and the index
finger forms dahs by pressing the knob to the left.
The key will send successive dits when the paddle is
held to the right. One dit or a series may be sent,
depending on how long the thumb pressure is main-
tained against the paddle. One dah is formed every
time the knob is pressed to the left. Dahs must be
sent individually.
b. During sending, the hand pivots at the wrist,
and the hand and arm motion is horizontal.
33. Key Adjustment
a. Best operation of the semiautomatic key will
be obtained when it is adjusted to send dits and
spaces of equal length. Locate the parts in figure
14 when adjusting the key. The top view in figure
14 shows the section of the key between the dah
contact adjusting screw and the front stop screw.
b. Before adjusting the semiautomatic key, ex-
amine it for mechanical and electrical defects.
First, make certain that both dit and dah contacts
are clean and in perfect alinement with the faces
parallel. Second, make sure that the lever pivoting
screw is loose enough to permit the lever to move
freely. Signals will sound unsteady if it is too
loose. Third, examine all supporting parts to
make certain that they are firm and steady. Fourth,
make certain that stop screws and locknuts are
tight. Fifth, inspect the cord and plug for short
circuits or loose connections.
c. Adjust the key as follows:
(1) Place the key on a level surface.
(2) Adjust the back stop screw until the reed
lightly touches the deadener. Then tigl
the locknut.
(3) Adjust the front stop screw until the sep;
tion between the end of this screw
the reed is approximately .015 ii
(Approx 10 pp of this manual insei
between the screw and lever will s(
as a convenient guide.) Then tigl
the locknut. A greater separation is
missible if the operator prefers more k
movement.
(4) Operate the dit paddle to the right. E
the lever in this position and stop
vibration of the reed. Adjust the
contact adjusting screw until the dit <
tacts just meet. This important adj
ment determines whether the dits wil
too heavy, too light, or perfect,
adjustment must be made without fie:
the contact spring. Tighten the loci
on the dit contact adjusting screw wit!
disturbing the adjustment.
(5) If the dits are too fast, move the we,
located on the reed, in the directior
the deadener. If the dits are too s
move the same weight in the oppc
direction.
(6) Adjust the dah contact adjusting screw
clearance approximately the thicknes;
the cover on a Department of the A
field or technical manual.
(7) Adjust the dit retractive and dah ten
springs for the most comfortable operal
d. Do not readjust the dit contact adjus
screw unless a complaint is received or unless
are certain that your dits are too heavy or
light. Never change the back stop screw adj
ment when the bug is correctly adjusted. It sh
not be necessary to change the front stop si
adjustment. However, if the locknut on the f
stop screw should become loose, it will be neces
to readjust the dit contact adjusting screw. Ii
26
AGO
DEADENER
REED-
WEIGHTS
DIT
CONTACT
LEVER PIVOTING
SCREW
OAH TENSION
SPRING
DIT
CONTACT
ADJUSTING
SCREW
CONTACT
SPRING
FRONT STOP SCREW
DIT RETRACTIVE SPRING
ADJUSTING SCREW
DAH CONTACT
ADJUSTING SCREW
DAH CONTACT
OiT
RETRACTIVE
SPRING
TOP VIEW
TL70462
Figure 14- Semiautomatic key.
dah contact adjusting screw is too close, the dah
contacts will remain shorted.
e. A change in the position of the weight for the
speed of dits or a change in the tension of the re-
tractive and dah springs to suit the individual's
requirements will not throw the bug out of proper
adjustment.
/. If the adjustment instructions are followed
carefully, the bug will make 25 or more dits before
stopping. The first 12 to 15 dits will be practically
perfect with the dits and spaces equal.
g. The bug is designed to make sending easy
rather than fast, and perfect control of the key is
far more important than speed. Be especially
careful to send dits accurately. Not all radio
operators have equally sensitive hearing, and
careless sending on the semiautomatic key will not
be understood.
AGO 1400A
27
CHAPTER 7
RADIO OPERATOR TRAINING
34. General
a. When the student can receive and distinguish
code characters, he should be trained in allied sub-
jects to qualify him as a radio operator.
b. Training in radiotelegraph procedures (mes-
sage format, prosigns, log and number sheets, net
operating procedures, etc., see ACP 124 (B)), gradu-
ally should be combined with instructions as code
speed progresses. After the student has reached a
qualifying speed, he should be trained to operate in
a simulated radio net and become familiar with all
phases of station practices.
c. Instructions on various types of radio sets
(methods of installation and operation together
with such necessary electronic fundamentals) should
be included in student training.
d. Supplementary training should include —
(1) General instructions in communications
(ACP 121 (C)).
(2) Regulations and procedures of radio trans-
mission security (ACP 122 (B)).
(3) Operation of cryptographic devices not
requiring cryptologic clearance (equip-
ment manual).
(4) Radiotelephone operation and procedures
(ACP 125 (B)).
(5) Visual signaling (ACP 118(D) and FM
21-60).
(6) Communication center operation (FM 11-
17).
(7) Defense against jamming (FM 11-151).
(8) Preventive maintenance (equipment
manual).
35. Operator's Duties
a. Radio operators must always use the ]
scribed procedures; unauthorized changes in \
cedures will cause confusion, reduce reliability
speed, and decrease communication security.
b. Before a radio operator takes over a n
circuit, he should check for special orders conc<
ing his circuit and awaiting messages, changes
radio organization, and other pertinent matt
He should determine also that the radio set if
efficient operating condition and properly tunec
the assigned frequency.
c. Radio communication will be improved if
following general rules are observed:
(1) Listen in before transmitting to a-\
interference.
(2) Make only the minimum transmiss
necessary to maintain net contact anc
clear traffic.
(3) Send call signs clearly and accurately
(4) Transmit at speeds not faster than tl
of the slowest operator in the net.
(5) Reply promptly to all transmissions req
ing a reply.
(6) Operate with minimum power requirec
maintain communications with all
tions in the net.
(7) Conform strictly to prescribed radio ]
cedure and regulations for maintah
transmission security.
(8) Write out and rehearse radio messi
before going on the air.
28
AGO 1
APPENDIX
REFERENCES
1. Publications
AH 320-50
Authorized Abbreviations.
A P"D 1 1 C f YW
Vimial Poll tinn "Rrtrtl^
visual oan oign book.
A r^T> 1 0 1 //~*\
At^Jr l^HO;
app iQifP'* i
ounuouiiiCo'i/iuii liioi/rucnuiij
General.
ACP 124(B)
CM.
ACP 126
CM.
ACP 129A
Communication Instructions,
Visual Signaling Procedure.
ACP 131
Communication Instructions
— Operating Signals.
ACP 167
CM.
FM 21-5
Military Training.
FM 21-6
Techniques of Military In-
struction.
FM 21-30
' Military Symbols.
FM 21-60
Visual Signals.
DA Pam 108-1
Index of Army Motion Pic-
tures, Film Strips, Slides,
and Phono-Recordings.
DA Pam 310-1 Index of Administrative Pub-
lications.
DA Pam 310-3 Index of Training Publica-
tions.
DA Pam 310-4 Index of Technical Manuals,
Technical Regulations,
Technical Bulletins, Sup-
ply Bulletins, Lubrication
Orders, and Modification
Work Orders.
DA Pam 310-5 Military Publications Index
of Graphic Training Aids
and Devices.
SR 320-5-1 Dictionary of United States
Army Terms.
TM 11-390 Signal Lamp Equipments
EE-80 and EE-80-A.
TM 11-391 Signal Lamp Equipment EE-
84.
TM 11-392 Signal Lamp Equipment SE-
11.
TM 11-437A Code Training Set AN/GSC-
T1A.
TM 11-2548 Magnetic Wire Recorder and
Reproducer (GE Models
50A and 51).
TM 11-2584 Sound Recorder-Reproducer
RD-87A/U.
TM 11-2093 Code Practice Equipments
EE-94-F and EE-95-F.
2. Training Films
TF 11-1694 Radio Operator Training-
Technique of Hand Send-
ing.
TF 11-1695 Radio Operator Training-
Rhythm, Speed, and Ac-
curacy in Hand Sending.
AGO UOOA
29
INDEX
Adjustments:
Hand key 16
Semiautomatic key 33
Alphabet, phonetic , 4b
Beginner's code lessons 11
Call-back test 236
Code:
Language -- 3
Learning curves 26, 27 19,
Lessons (practice material) :
Beginners 11
Code-voice 13
Sending 20
Phonic sounds .. 3c, 5a 2
Practice records 26
Practice sheet 10
Voice:
Practice runs 13
Teaching methods 8
CODEZ standard 12a
Curves, student progress 26, 27 19,
Data, student progress 25
Difficult code characters 19
Dotting errors 24b
Duties of radio operators 35
Grading code (receiving and sending).. 14,22 13,
Hand key 16
Higher speeds, learning curves. 27
Keys:
Hand l 16, 17 13,
Semiautomatic}. 31-33
Learning curves.- -L 26,27 19,
Lettering L 4
Method testing and grading:
Receiving 14
Sending 21, 22
Military lettering 4
13
2g Operator duties 35
3 PARIS standard 12
g Phonetic alphabet 4b
Phonic code sound 3c, 5a
18 Position of hand at key 17
Practice:
2 Code sheet . 10
20 Material for sending code 20
Runs, code-voice 13
6 Preliminary sending practice 18
6 Progress data, student 25
^ Radio operator:
'lg Duties 35
g Training 34
Recorder-reproducer method of teach-
6 ing 7
^ Records, code practice 26
6 Semiautomatic key 31-33
20 Sending and receiving errors 25
Sending practice, preliminary 18
Sheet, code 10
;l Standards, PARIS and CODEZ.":. . . - 12
lo
28 Teaching methods:
Code-voice 8
17
Recorder-reproducer 7
13 Tape 6
20 Test, call-back 23b
Testing and grading:
Code:
14 Receiving 14
26 Sending... 21,22
2q Training, radio operator ... 34
2 Typewriter 28b
Typing:
Exercises 30
13 Keyboard operation 29
17 Positions 28rf, e, 2
30
AGO
[AG 311 (31 Jut 57)]
By order of the Secretaries of the Army and the Air Force:
Official:
HERBERT M. JONES,
Major General, United States Army,
The Adjutant General.
MAXWELL D. TAYLOR,
General, United States Army,
Chief of Staff.
Official:
J. L. TARR,
Colonel, United States Air Force,
Air Adjutant General.
THOMAS D. WHITE,
Chief of Staff, United States Air Force.
Distribution:
Active Army:
ASA
CNGB
Technical Stf , DA
Technical Stf Bd
USA Arty Bd
USA Armor Bd
USA Inf Bd
USA Air Def Bd
USA Abn&ElctBd
USA Avn Bd
USA Armor Bd Test Sec
USA Air Def Bd Test Sec
USA Arctic Test Bd
USCONARC
US ARADCOM
OS Maj Comd
MDW
Armies
Corps
Div
USATC
Ft & Camp
Svc Colleges
Br Svc Sch
Gen Depots
Sig Sec, Gen Depots
Sig Depots
Fid Comd, AFSWP
Engr Maint Cen
Army Pictorial Cen
NG: State AG; units — same as Active Army.
USAR: None.
For explanation of abbreviations used, see AR 320-50.
WRAMC
AFIP
AMS
Port of Emb (OS)
Trans Terminal Comd
Army Terminals
OS Sup Agcy
USA Sig Pub Agcy
•USA Sig Comm Engr Agcy
USA Comm Agcy
TASSA
USA White Sands Sig Agcy
USA Sig Eqp Sup Agcy
Yuma Test Sta
USA Elct PG
Sig Fid Maint Shops
Sig Lab
Mil Dist
JBUSMC
Units org under fol TOE:
11-7
11-16
11-57
11-127
11-128
11-500
11-557
11-587
11-592
11-597
A U.S. GOVERNMENT PRINTING OFFICE: 1960 O -535056
AGO 1400 A
31
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